Acquiring proficiency in an additional language is a complex process influenced by numerous factors. Of these, teaching practices in the classroom context are the most critical factors that directly impact language learners. The present study aims to explore teaching practices that support English Language Learners (ELLs) in developing their English proficiency from the perspectives of students. A qualitative research design using a case study, the aim of this research was to gain insights and perspectives from students on teaching practices that benefit their English proficiency.

The present research constituted a small-scale investigation that explored the experiences of five high-school English language learners who were migrants and attended an Englishmedium secondary school situated in rural Canterbury. The research design incorporated interviews with five teachers to supplement the students' responses and provide a more comprehensive picture of the research questions.

The study group was selected based on a voluntary basis. Data was collected through semi-structured interviews that focused on the students' experiences. Data was analysed using NVivo qualitative data analysis program. The analysis generated themes that described the students' experiences concerning their studies at an English-medium school and their perspectives on effective teaching practices that enhanced their English development.

The results of the study found that teaching practices, namely form-focused and contentfocused teaching combination, differentiated instruction, culturally and linguistically responsive teaching practice, interactive and motivational instruction, and fostering a supportive learning environment, were particularly effective in improving the English proficiency of ELLs. In tandem with these findings, the data analysis also identified a crucial need for teachers to have a deeper understanding of additional language acquisition and to embed teaching strategies that cater to the needs of ELLs. The knowledge of form-focused and content-based language teaching in mainstream classes is crucial in teaching ELLs. This indicates the importance of close collaboration between ESOL (English for Speakers of Other Languages) and mainstream teachers in constructing effective teaching practices that cater to the unique needs of ELLs. Additionally, grouping ELLs based on their appropriate level and abilities for pull-out ESOL lessons can optimise the benefits of teaching practices for students. These findings have significant implications for school administrators and teachers. It is recommended that teachers continuously receive professional development to improve their knowledge and understanding of second language acquisition. Additionally, administrators should establish a structured and systematic framework to assist teachers in implementing effective teaching practices that cater to the needs of ELLs.